Publicado ene 19, 2023


Google Scholar
Search GoogleScholar

José Livia

Blanca Lidia Márquez Miramontes

Rosalvina Campos Pérez

Marie Leiner de la Cabada




Introduction: Evaluations of knowledge obtained during conferences, whether in person or virtually, are rarely documented, in part because of the complexity of including an assessment, the pretesting involved, confidentiality concerns, and differences among attendees in terms of their education, language, and willingness to be evaluated. Objective: During a conference in the United States, we compared the recognition of developmental milestones using two different multimodal communication strategies (video vs. oral presentation) among three groups of childcare providers. Methods: Cross-sectional study with repeated measures. One hour before the conference completion, two groups (one virtual and one in-person) received an 8-minute multimodal presentation on child developmental milestones at 4 months (cartoon video); a control group, during the face-to-face conference, received an 8-minute multimedia presentation (oral via PowerPoint) on child developmental milestones at 4 months. The three groups responded twice to a scale to measure their recognition of developmental milestones before the lecture began and fifteen minutes before the end of the 2 ½ hours lecture. Results: Attendees, both in person and via the virtual modality, had significantly better recognition of developmental milestones at 4 months of age compared to the control group adjusted for age and education levels. Conclusion: These results suggest the advantages of a multimodal presentation using video versus an oral presentation during lectures to increase recognition of children's developmental milestones, which are complex and varied. Similarly, such a strategy may be effective regardless of the different characteristics related to the educational level or age of the set of participants attending a conference.


comunicación, barreras de comunicación, desarrollo infantil, conferencias de salud, personal de guarderías, virtualcomunicação, barreiras de comunicação, desenvolvimento infantil, conferências de saúde, pessoal de crechescommunication, communication barriers, child development, health conferences, daycare providers, virtual

1. Cunningham EB, Wheeler A, Hajarizadeh B, French CE, Roche R, Marshall AD, et al. Interventions to enhance testing, linkage to care, and treatment initiation for hepatitis C virus infection: a systematic review and meta-analysis. Lancet Gastroenterol Hepatol. 2022;7(5):426-45. DOI:
2. Megel ME, Nelson AE, Black J, Vogel J, Uphoff M. A comparison of student and faculty perceptions of clinical post-conference learning environment. Nurse Educ Today. 2013;33(5):525-9. DOI:

3. Sordahl J, King IC, Davis K, Tivis R, Smith SC, Fisher A, et al. Interprofessional case conference: impact on learner outcomes. Transl Behav Med. 2018;8(6):927-31. DOI:
4. Macdougall C, Epstein M, Highet L. Continuing professional development: putting the learner back at the centre. Arch Dis Child Educ Pract Ed. 2017;102(5):249-53. DOI:
5. Bower KM, Alexander KA, Levin MB, Jaques KA, Kub J. Using Critical Service-Learning Pedagogy to Prepare Graduate Nurses to Promote Health Equity. J Nurs Educ. 2021;60(1):38-43. DOI:
6. de Vos MS, Hamming JF, Marang-van de Mheen PJ. Barriers and facilitators to learn and improve through morbidity and mortality conferences: a qualitative study. BMJ Open. 2017;7(11):e018833. DOI:
7. Hidalgo-Parra Y, Hernández-Hechavarría Y, Leyva-Reyes N. Indicadores para evaluar el impacto de la capacitación en el trabajo. Ciencias Holguín. 2020;26(1):74-88.
8. Nevin JE, Witt DK. Well child and preventive care. Prim Care. 2002;29(3):543-55. DOI:
9. Dai YG, Burke JD, Naigles L, Eigsti IM, Fein DA. Language Abilities in Monolingual- and Bilingual- Exposed Children with Autism or Other Developmental Disorders. Res Autism Spectr Disord. 2018;55:38-49. DOI:
10. Sedgwick-Muller JA, Muller-Sedgwick U, Adamou M, Catani M, Champ R, Gudjonsson G, et al. University students with attention deficit hyperactivity disorder (ADHD): a consensus statement from the UK Adult ADHD Network (UKAAN). BMC Psychiatry. 2022;22(1):292. DOI:
11. Goli A, Teymournia F, Naemabadi M, Garmaroodi AA. Architectural design game: A serious game approach to promote teaching and learning using multimodal interfaces. Educ Inf Technol (Dordr). 2022:1-32. DOI:

12. Blanie A, Shoaleh C, Marquion F, Benhamou D. Comparison of multimodal active learning and single-modality procedural simulation for central venous catheter insertion for incoming residents in anesthesiology: a prospective and randomized study. BMC Med Educ. 2022;22(1):357. DOI:
13. AlAbdulaali A, Asif A, Khatoon S, Alshamari M. Designing Multimodal Interactive Dashboard of Disaster Management Systems. Sensors (Basel). 2022;22(11). DOI:
14. Kao TA, Ling J, Dalaly M, Robbins LB, Cui Y. Parent-Child Dyad's Collective Family Efficacy and Risky Adolescent Health Behaviors. Nurs Res. 2020;69(6):455-65. DOI:
15. Bandura A. Social Learning Theory. New York: General Learning Press; 1977.
16. Engelbrecht MC, Kigozi NG, Heunis JC. Factors Associated with Limited Vaccine Literacy: Lessons Learnt from COVID-19. Vaccines (Basel). 2022;10(6). DOI:
17. Lohr AM, Raygoza Tapia JP, Valdez ES, Hassett LC, Gubrium AC, Fiddian-Green A, et al. The use of digital stories as a health promotion intervention: a scoping review. BMC Public Health. 2022;22(1):1180. DOI:
18. Scholer SJ, Reich SM, Boshers RB, Bickman L. A multimedia violence prevention program increases pediatric residents' and childcare providers' knowledge about responding to childhood aggression. Clin Pediatr (Phila). 2005;44(5):413-7. DOI:
19. Davies S, Lorello GR, Downey K, Friedman Z. Effective learning environments - the process of creating and maintaining an online continuing education tool. Adv Med Educ Pract. 2017;8:447-52. DOI:
20. Singh T, Reyes-Portillo JA. Using Technology to Train Clinicians in Evidence-Based Treatment: A Systematic Review. Psychiatr Serv. 2020:appips201900186. DOI:
21. Bateman MG, Iles TL, Quallich SG, Shaffer AW, Iaizzo PA. Multimodal functional and still imaging of a transplanted human heart reanimated using Visible Heart(R) methodologies. J Card Surg. 2020;35(3):668-71. DOI:
22. Araya B, Pena P, Leiner M. Developing a health education comic book: the advantages of learning the behaviours of a target audience. J Vis Commun Med. 2021;44(3):87-96. DOI:
23. Rosas-Blum ED, Granados HM, Mills BW, Leiner M. Comics as a Medium for Parent Health Education: Improving Understanding of Normal 9-Month-Old Developmental Milestones. Front Pediatr. 2018;6:203. DOI:
24. van Eikenhorst L, Taxis K, Rademakers J, Zullig LL, de Gier H, van Dijk L. How are medication related problems managed in primary care? An exploratory study in patients with diabetes and primary care providers. Res Social Adm Pharm. 2020;16(5):646-53. DOI:
25. Edwards K, Rimes T, Smith R, Fernandez R, Stephenson L, Son J, et al. "Improving Access to Early Childhood Developmental Surveillance for Children from Culturally and Linguistically Diverse (CALD) Background". Int J Integr Care. 2020;20(2):3. DOI:
26. Poncette AS, Spies C, Mosch L, Schieler M, Weber-Carstens S, Krampe H, et al. Clinical Requirements of Future Patient Monitoring in the Intensive Care Unit: Qualitative Study. JMIR Med Inform. 2019;7(2):e13064. DOI:
27. Ntelioglou BY, Fannin J, Montanera M, Cummins J. A multilingual and multimodal approach to literacy teaching and learning in urban education: a collaborative inquiry project in an inner city elementary school. Front Psychol. 2014;5:533. DOI:
28. Gregg N. Increasing access to learning for the adult basic education learner with learning disabilities: evidence-based accommodation research. J Learn Disabil. 2012;45(1):47-63. DOI:
29. Walter E, Gioglio J. The power of visual storytelling : how to use visuals, videos, and social media to market your brand. New York: McGraw-Hill; 2014. 221 p. DOI:
30. Michel J, Ilg T, Neunhoeffer F, Hofbeck M, Heimberg E. Implementation and Evaluation of Resuscitation Training for Childcare Workers. Front Pediatr. 2022;10:824673. DOI:
31. Frost HM, Sebastian T, Keith A, Kurtz M, Dominguez SR, Parker SK, et al. COVID-19 and Acute Otitis Media in Children: A Case Series. J Prim Care Community Health. 2022;13:21501319221082351. DOI:
32. Luecking CT, Neshteruk CD, Mazzucca S, Ward DS. Efficacy of an Enhanced Implementation Strategy to Increase Parent Engagement with a Health Promotion Program in Childcare. Int J Environ Res Public Health. 2021;19(1). DOI:
33. Lindsay AC, Salkeld JA, Greaney ML, Sands FD. Latino family childcare providers' beliefs, attitudes, and practices related to promotion of healthy behaviors among preschool children: a qualitative study. J Obes. 2015;2015:409742. DOI:
Cómo citar
Livia , J., Márquez Miramontes , B. L., Campos Pérez, R., & Leiner de la Cabada, M. (2023). Comparison of Multimodal Strategies to Enhance Recognition of Child Development Milestones among Childcare Providers during a Virtual or In-person Conference. Investigación En Enfermería: Imagen Y Desarrollo, 25.
Artículos Originales de Investigación